Analysis of Padlet in the educational process on the rock cycle through Data Science

Ricardo-Adán Salas-Rueda; Arturo-Efrén Cabrera-Rodríguez; Eduardo Domínguez-Herrera

doi:10.46661/ijeri.10361

Autores/as

Ricardo-Adán Salas-Rueda National School of Earth Sciences, National Autonomous University of Mexico https://orcid.org/0000-0002-4188-4610
Arturo-Efrén Cabrera-Rodríguez Faculty of Philosophy and Letters, National Autonomous University of Mexico https://orcid.org/0009-0004-0528-6383
Eduardo Domínguez-Herrera Faculty of Philosophy and Letters, National Autonomous University of Mexico https://orcid.org/0000-0002-1524-218X

DOI:

https://doi.org/10.46661/ijeri.10361

Palabras clave:

Enseñanza, muro virtual, aula invertida, Geografía, Padlet

Resumen

El objetivo general de este estudio mixto es analizar el uso del muro virtual llamado Padlet en el proceso de enseñanza-aprendizaje sobre el ciclo de las rocas a través de la Ciencia de datos. El maestro del curso de Geografía incorporó el Padlet fuera del salón de clases para facilitar el aprendizaje sobre el ciclo de las rocas y propiciar el intercambio de ideas en las sesiones presenciales bajo la estrategia del Aula invertida. Los participantes son 114 estudiantes de una preparatoria pública de la Ciudad de México. Los resultados del algoritmo regresión lineal indican que la incorporación del muro virtual impactó positivamente la revisión de las actividades y los recursos digitales educativos sobre el ciclo de las rocas. El algoritmo árbol de decisión construyó dos modelos sobre el uso del Padlet. En conclusión, los muros virtuales están cambiando la forma de organizar el proceso de enseñanza-aprendizaje sobre la Geografía.

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